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Au Moyen Age, les théories physiologique, psychologique et philosophique de la perception se sont mutuellement influencées jusqu’à aboutir au modèle théorique de la cognition visuelle. Les définitions médiévales de la connaissance intuitive confirment d’ailleurs le « caractère visuel » de la métaphysique occidentale, ainsi que l’influence de l’optique sur l’épistémologie. Jean Duns Scot (1265-1308) est le premier philosophe qui se sert, de manière systématique, de la distinction entre deux modes cognitifs pré-discursifs et pré-judicatifs : abstractif et intuitif. Il donne ainsi une définition rigoureuse au concept d’intuition, qu’il applique de manière univoque à la connaissance du singulier immatériel et matériel. Avant lui, Matthieu d’Aquasparta (1237-1302) avait étendu le concept théologique d’intuition, utilisé traditionnellement pour expliquer la vision béatifique, à la problématique de la connaissance de soi. Il avait utilisé le terme intuitio pour désigner le rapport cognitif direct et immédiat de l’âme à ses propres actes, sans l’appliquer pour autant à la connaissance du singulier matériel. Pour Duns Scot, la connaissance de soi est directe et immédiate et intuitive et garantit la certitude dans le processus cognitifs, le fonctionnement de la mémoire, la conscience de soi et l’identité personnelle. L’intuition intellectuelle du singulier matériel constitue ainsi une des applications possibles de la distinction scotiste entre cognitio intuitiva et cognitio abstractiva, qui s’ajoute à celles représentées par la vision béatifique, la connaissance angélique et la connaissance auto-réflexive. / In the Middle Ages, the physiological, psychological and philosophical theories of perception were mutually influenced to the point where they generated a theoretical model of visual cognition. The medieval definitions of intuitive knowledge confirm the “visual character” of the Western metaphysics, much like the influence of optics on epistemology. John Duns Scotus (1265-1308) is the first philosopher to use in a systematic manner the distinction between the two pre-discursive and pre-judgment cognitive modes: abstractive and intuitive. He also gives a rigorous definition for the concept of intuition that he applies univocally to the knowledge of both the immaterial and material singular. Before him, Matthew of Aquasparta (1237-1302) extended the theological concept of intuition, traditionally used to explain the beatific vision, to the problem of knowledge of the self. He employed the term intuitio to name the direct and immediate cognitive relation between the soul and its own acts, but without applying it to the material singular. For Duns Scotus, the knowledge of the self is direct, immediate, and intuitive and guarantees the certitude in the cognitive process, the operations of the memory, self-consciousness and personal identity. The intellectual intuition of the material singular constitutes yet another one of the possible applications of the Scotist distinction between cognitio intuitiva and cognitio abstractiva that adds to those represented by the beatific vision, the angelic knowledge and the self-knowledge.

Today’s assembly operations represent about 15-70% of all manufacturing time and about 40% of all manufacturing costs, and manual assembly processes are still a significant portion of today’s assembly operations. Furthermore, today’s manufacturing environment requires a well-trained and flexible workforce that can easily adapt to changing products and processes. Unfortunately, manufacturing training is often performed using the master-apprentice model in the assembly line resulting in unsafe and expensive training conditions as this model is a slow and expensive process. Previous research has considered the use of virtual environments (VEs) for training purposes in different fields such as aviation, driving, construction, medicine, and manufacturing among many others. However, to this date, no assembly studies have been successful in providing a positive transfer of knowledge between virtual environments and real environments. On the other hand, several eye-tracking studies in radiology, air-traffic control, driving, and reading show that participants with higher levels of experience have different eye-scan patterns than participants with lower levels of experience. However, it is unknown how visual scans are affected by practice. Furthermore, several empirical visuomotor studies of task-oriented processes in real environments show that observers fixated their eyes on the areas that are crucial to the required task. However, we do not know the necessary visual elements to observe when performing and when learning how to perform an assembly task, nor the effects of following visual instructions and having visual distractors during this process. Finally, we have yet to establish what observation differences may exist between real and virtual environments with regards to these unknowns. This work presents the results of an assembly task which required participants to follow visual instructions and to select assembly objects among similar distractors. This assembly task was performed for ten cycles in real and virtual environments, and we used an eye-tracking device to register participants’ visual scans. We successfully identified the areas that are needed to observe for an assembly task in both environments and the effect of visual instructions and distractors in a visual scan. We found statistically significant differences for visual scans by assembly cycle and environment, with a p-value of <0.05. We also identified a connection between learning curves and participant eye scan, showing a significant decrease in the incidence of eye tracking metrics (visit count, visit duration, fixation count and fixation duration) between the first and the tenth cycles (ΔΜ), particularly for visual distractors ranging from 37.36% to 48.77%, and for visual instructions ranging from 35.17% to 54.82%. We found that participants’ observations became more efficient with practice, not only in terms of identifying distractors and following visual instructions but also in terms of developing an ability to observe key visual elements. For the RE we found a positive Pearson correlation between the proportion of fixation duration and assembly cycle for the key visual areas with p-values<0.002 and a negative Pearson correlation between the proportion of fixation duration for the non-key visual areas with p-values<0.046. Similar results were obtained for the VE.

TITLE: The Motive of "Forbidden" Love in Work of Robert Musil SUMMARY: The thesis deals with the problems of adolescence of a young boarder in a boarding school. The objective of the thesis was to analyze the novel of Robert Musil "The Confusions of Young Törless" in context of behaviour models and the role of sensuality in the development of adolescent personality from the viewpoint of rational reasoning of own thinking processes. The analysis stresses the importance of the motive of young man's solitude, furthermore the motive of violence, the role of sensual cognition in adolescence as well as the role of these factors during determination of preferred relationships that might, however, come into contrast with the contemporary taboos and become "forbidden". "The Confusions" of the main character may so be structured and interpreted on several levels. KEYWORDS: Robert Musil, The Confusions of Young Törless, adolescence, sexuality, solitude, violence, visual cognition, love

Made available in DSpace on 2016-04-26T18:15:20Z (GMT). No. of bitstreams: 1 Sidney Gomes Campanhole.pdf: 3867165 bytes, checksum: 89dc38643dbfa9e95b84ea8b35ca166f (MD5) Previous issue date: 2015-09-21 / The signs of lack of quality among the public education area, that can be noticed through researches, shown by the media speech, shared among the social media and mostly when we face people inserted in this area, it can't be credited to the teachers's efficiency, to the student's social behavior and reality or to the teaching institutions, because it demands a review of the communication processes, language production and their supports, that surround us and affect the cognition behavior, case in point, the visual area. This paper starts from studies on visual language pratices, regarding new technology supports, exactly those that make images through direct light emission and the decrease of the visual area. The quantitative and qualitative analysis was made through collected material and questionaries presented to a group of students from the public teaching area in the state of São Paulo. I chose this sample because of a pre-study and an in loco passive image production behavior, because of the predominance of narrative language as a result of teaching and learning pratices, regarding efforts on the argumentative function, specially when the educational context suggests a relation between verbal and visual aspects, the interpretation of diagrams and a filmic material, in order to qualify teaching practices. This research, after diagnosises on a week basis, kept going on from the analysis to the orientation bases, laws, acts and others, regarding teaching and learning in the state area that in a way approaches the visual cognition. In order to support the theory approached during this paper, it was used concepts from the Pieirce philosophy (semiose, hábito, percepção, memória, e as categorias cenopitagóricas) because it regards language and cognition phenomenon, which epistemological support identifies, explains and project actions, diagnostics and predictions in the visualization relation and technological supports amoung learning actions. In order to do so, it was necessary to create limits to the visual language, based on phenomenological categories in order to extract categories and create syntatic and morphologic topics inferred by Gestalt de Marx Wertheimer and the visual processes approached by the neuro science. In a conclusion, the initial fase was reapproached and the visual cognition was checked, expressed by the production of the visual language population sample. The method used to the diagnosis was research questionary, processing data considering the quantitative mode and power impact analysis of different forms of interpretation through the observation of the group behavior; it was concluded that new visualization supports insist on applying certain visual syntax topics, mobilize warning states and exponentialy value the narrative function and create social behaviors such as the virtual socialization in comparison to the formal one / Os sinais de falta de qualidade na rede de ensino pública, notados através de pesquisas, sentidos nos discursos da mídia, compartilhados nas redes de internet e, principalmente, quando deparamos com os cognoscentes dessa cultura de aprendizagem, não podem ser creditados apenas à eficiência de professores, comportamento e realidade sociais dos alunos ou instituições de ensino, mas urgem de uma necessidade de rever como os processos de comunicação, produção de linguagem e os respectivos suportes, que nos circundam, afetam comportamento cognitivo, neste caso, o visual. O presente trabalho parte de um diagnóstico levantado sobre práticas de linguagem visual no tocante a novos suportes tecnológicos, exatamente aqueles que constituem a imagem por emissão direta da luz e redução do campo visual. A análise quantitativa e qualitativa foi realizada sobre o material coletado e questionário-pesquisa junto de um grupo de alunos da rede de ensino pública do Estado de São Paulo. A opção por essa amostragem decorreu da constatação pré-estudo e in loco de um comportamento passivo na produção de imagens, da predominância da função da linguagem narrativa como produto de práticas de ensino aprendizagem, em detrimento dos esforços para a função argumentativa, justamente quando o contexto educacional propõe a intertextualidade verbal-visual, a interpretação de diagramas e arsenal fílmico para qualificar práticas de ensino. O percurso da pesquisa, após diagnóstico seminal, seguiu da análise às bases orientadoras, leis, decretos e outros, sobre ensino aprendizagem na rede estadual que, de algum modo, referenciam a visualidade e a cognição. Para subsidiar o tratamento cientifico na compreensão desta problematização, recorreu-se a conceitos da Filosofia de Peirce (semiose, hábito, percepção, memória, e as categorias cenopitagóricas) por tratar-se de um fenômeno da linguagem e cognição, cujo suporte epistemológico identifica, explica e projeta ações, quiçá, diagnósticas e prognósticas na relação visualidade e suportes tecnológicos nas ações de aprendizagem. Para tanto, houve a necessidade de delimitar a linguagem visual, com base nas categorias fenomenológicas para extrair categorias e engendrar tópicos sintáticos e morfológicos inferidos pelo postulado da Gestalt de Marx Wertheimer e os processos visuais estudados pelas Neurociências. Por fim, a fase inicial foi retomada e verificada a conduta da cognição visual, expressa na produção de linguagem visual da população de amostra. O método para diagnóstico foi questionário pesquisa, com tratamento de dados sob o modo quantitativo e análise de potência de impacto de variantes nas interpretações através de observação de conduta do grupo; apontou-se que novos suportes da visualidade insistem no emprego de determinados tópicos da sintaxe visual, mobilizam estados de atenção e valoram exponencialmente a função narrativa, além de gerarem comportamentos sociais como a socialização virtual em prejuízo do presencial

In order to explain some of the paradoxes and mysteries of the artist's cross cultural experience in Kiribati, he constructed an Artist's Book depicting through visuality, anecdote and reflection, his research process, engaging with current visual perceptions through negotiation with the past. In Kiribati previous encounters with Europeans and Islanders was dominated by English and I Kiribati with significant contributions by French missionaries. Each viewed the other through cultural filters of identity, which were informed by concepts of myth-historical, often heroic pasts, modified by contemporary purpose such as power, trade, evangelism or personal gain. The method of transmission of beliefs about the past differed fundamentally as the Europeans were predominately informed by writing and the I-Kiribati by orality and performance. The non-literary epistemology of the I Kiribati contributed to a cosmology of non-iconic symbols that defined belief systems and social structures. These symbols connected place and space with time, self and group identities. The research found that the all surrounding visual symbol system of sacred meeting house (maneaba), dwelling (bata) and canoe (waa and baurua)) could be partly understood as an ongoing struggle since Deep Time, between the forces of the Ocea n represented by Bakoa, The Shark, and that of the triumph of the coming onto the Land and its people (aba) represented by Tabakea, The Turtle. The performative outcome of this triumph and the spirit of identity (Te Katai ni Kiribati) it engenders is expressed primarily in the ubiquitous I Kiribati Dance. The Artists Book is inspired by the creative classic I Kiribati form of oratory known as Te Kuna, using a structure analogous to the symbolic forms of narrative of Oceanic Voyaging traditionally employed by the I Kiribati. Differences in visual perceptions across cultural interface are understood not only as having the potential for conflict but also as providing positive dynamic force by the interchange of understood differences. The project contributes specifically to the ethnography of English and I Kiribati, semiotic systems and visual epistemologies, indicating directions towards positive outcomes in cross-cultural encounters.

L’objectif de cette recherche est la création d’une plateforme en ligne qui permettrait d’examiner les différences individuelles de stratégies de traitement de l’information visuelle dans différentes tâches de catégorisation des visages. Le but d’une telle plateforme est de récolter des données de participants géographiquement dispersés et dont les habiletés en reconnaissance des visages sont variables. En effet, de nombreuses études ont montré qu’il existe de grande variabilité dans le spectre des habiletés à reconnaître les visages, allant de la prosopagnosie développementale (Susilo & Duchaine, 2013), un trouble de reconnaissance des visages en l’absence de lésion cérébrale, aux super-recognizers, des individus dont les habiletés en reconnaissance des visages sont au-dessus de la moyenne (Russell, Duchaine & Nakayama, 2009). Entre ces deux extrêmes, les habiletés en reconnaissance des visages dans la population normale varient. Afin de démontrer la faisabilité de la création d’une telle plateforme pour des individus d’habiletés très variables, nous avons adapté une tâche de reconnaissance de l’identité des visages de célébrités utilisant la méthode Bubbles (Gosselin & Schyns, 2001) et avons recruté 14 sujets contrôles et un sujet présentant une prosopagnosie développementale. Nous avons pu mettre en évidence l’importance des yeux et de la bouche dans l’identification des visages chez les sujets « normaux ». Les meilleurs participants semblent, au contraire, utiliser majoritairement le côté gauche du visage (l’œil gauche et le côté gauche de la bouche). / The present study aims to create a web-based platform that would examine individual differences in face processing strategies in different categorization tasks. The purpose of this platform is to collect data from geographically dispersed participants with variable face recognition abilities. Indeed, many studies have shown that there is high variability in the spectrum of face recognition ability, ranging from developmental prosopagnosia (Duchaine & Susilo, 2013), a disorder of face recognition in the absence of brain damage, to super-recognizers, individuals with extraordinary face recognition ability (Russell, Duchaine & Nakayama, 2009). Between these extremes, people vary substantially in their ability to recognize faces. To demonstrate the reliability of creating such a platform for individuals of widely varying abilities, we adapted a recognition task of the identity of famous faces using the Bubbles method (Gosselin & Schyns, 2001) and recruited 12 control subjects and a subject with developmental prosopagnosia. We were able to highlight the importance of the eyes and the mouth in face identification. The best observers seem mostly to use the left side of the face (left eye and the left side of the mouth).

Bien que l’inhibition soit souvent considérée comme un concept uniforme, les habiletés d’inhibition se divisent en plusieurs types : l’inhibition spatiale et l’inhibition de réponse. L’inhibition spatiale réfère à l’atténuation de l’interférence de localisations contenant des stimuli saillants et non pertinents. Par exemple, l’inhibition spatiale guide la recherche visuelle de sorte à limiter la visite répétée de localisations déjà explorées. À l’opposé, l’inhibition de réponse est un processus de type moteur et permet l’adaptation du comportement à un contexte changeant lorsqu’un mouvement doit être altéré ou arrêté. Bien qu’il soit admis que les habiletés d’inhibition se subdivisent en plusieurs types, tel que l’inhibition spatiale et l’inhibition de réponse, les différents mécanismes les sous-tendant demeurent mal compris et sous explorés. L’objectif principal de la présente thèse était d’explorer les mécanismes communs et différents de l’inhibition spatiale et l’inhibition de réponse. Particulièrement, les mécanismes de suppression et de facilitation lors de la sélection de la cible furent décrits pour l’inhibition spatiale. De même, la perturbation des habiletés de l’inhibition spatiale et la préservation relative des habiletés d’inhibition de réponse à la suite à de lésions du cortex pariétal postérieur dorsal furent exemplifiées. Finalement, les apports spécifiques du cortex pariétal postérieur dorsal pour l’inhibition spatiale et l’inhibition de réponse furent définis. / While inhibition is often considered a uniform concept, inhibition abilities can be divided in many types: spatial inhibition and response inhibition. Spatial inhibition refers to the attenuation of the interference from locations containing salient and non-pertinent stimuli. For example, spatial inhibition guides visual search to limit the repeated visit of already explored locations. In contrast, response inhibition is motor-based and allows the adaptability of behaviour in a changing context when a movement must be prevented or altered. Although it is widely accepted that inhibition abilities can be divided in many types, such as spatial or response inhibition, the different mechanisms underlying them remain poorly understood and under-explored. The main aim of the present thesis was to explore the common and different mechanisms of spatial and response inhibition. Precisely, the mechanisms of suppression and enhancement during target selection were described during spatial inhibition. The alteration of spatial inhibition processes and the relative preservation of response inhibition abilities in patients with dorsal posterior parietal cortex lesions were also underlined. Finally, the specific contributions of the dorsal posterior parietal cortex for spatial and response inhibition were defined.